An exploration of the legal and socio-ethical implications of predictive genetic testing of children

This article explores the current position in relation to predictive genetic testing of children, highlighting some of the legal and socio-ethical issues and complexities that such testing presents. It evaluates the existing regulatory framework for predictive genetic testing of children in Australia, including the possible role of the Family Court in protecting children from inappropriate testing, and suggests that introducing a more interventionist approach would create its own difficulties. The article also considers a particular issue arising in the context of predictive genetic testing of children which the ALRC/AHEC inquiry canvassed concerning disclosure obligations to insurers. The article argues that creating an exception to established principles of disclosure would mitigate the impact of predictive genetic testing of children and would be consistent with international instruments which seek to protect against unfair genetic discrimination.     

Comparability of the MMPI-2 F(p) and F scales and the SIRS in clinical use with suspected malingerers

Relationships among Structured Interview of Reported Symptoms (SIRS) scores and Minnesota Multiphasic Personality Inventory--2 (MMPI-2) F(p) and F scores were examined for 63 suspected malingerers evaluated at either of two psychiatric facilities. Despite differences between facilities in terms of seriousness of subjects' offenses, mean scores on the malingering tests were similar. Cutting scores for F(p) and F resulting in substantial correspondence between these scales and the SIRS were derived. Use of the cut score for F(p) proposed by Arbisi and Ben-Porath (1995) resulted in less agreement with the SIRS than did a lower cut score. No substantial difference between F(p) and F in each scale's overall agreement with the SIRS was observed. A principal components analysis of the SIRS primary scales produced two factors, interpreted as Overreporting of Symptoms and Implausible Symptoms. F(p) was observed to correlate significantly with Implausible Symptoms but not with Overreporting of Symptoms; F was significantly correlated with both factors.     

Adolescent women's developing identity: A study of self-definition in the context of family relationships

This study generated adolescent women's perception of their identity in relation to family members spanning three generations and related these perceived relationships to their sex-role orientation. Subjects were 20 firstborn university women from intact families. The methodology used multiple sources of information, including open-ended interviewing procedures, rating scales, and standard research measures of sex-role identity. Significantly more constructs empirically differentiated family by generation than by sex. Congruence of young women with both the parent and grandparent generation, relative number of masculine stereotypes produced, and personality traits of males and females were significantly influenced by the presence of a brother in the sibling generation. There was no relationship between family constellation and sex-role orientation. Feminine women were significantly more congruent with other females in their family than androgynous women. There was a linear trend for androgynous women to be increasingly individuated across the generations.Received her Ph.D. from Yale University. Research interests include observation of children and families in natural settings, longitudinal research with at-risk infants, and rural consultation.Received her Ph.D. from the University of Minnesota. Research interests include development of social competence in family, school, and community environment.Received his Ph.D. from Yale University. Research interests include the socialization of values, professional development, and studies of the family in religious and ethnic community contexts.     

Teaching legal techniques

Starting from the position that it is necessary to have some model of the learning process, if legal education is going to respond to pressures for change in a useful way, the article introduces John Dewey and his model of learning. It identifies shared concerns and techniques that informed Dewey's understanding of the learning process and that inform legal processes. Traditional and clinical approaches to legal education are mapped against the model of learning supplied by Dewey, with the hope of providing an intermediate level linkage between his learning theory and the task of curriculum design in legal education at institutions of Higher Education in the UK.